AN EDUCATIONAL PSYCHOLOGICAL PERSPECTIVE ON THE USE OF FILIAL THERAPY IN ...

301 Pages·2013·5.49 MB·English

AN EDUCATIONAL PSYCHOLOGICAL PERSPECTIVE
ON THE USE OF FILIAL THERAPY
IN MOTHER-CHILD RELATIONSHIPS
by
AMANDA MARGARET ARNOTT
submitted in part fulfilment of the requirements for
the degree of
MASTER OF EDUCATION
WITH SPECIALISATION IN GUIDANCE AND COUNSELLING
at the
UNIVERSITY OF SOUTH AFRICA
SUPERVISOR: PROFESSOR H E ROETS
NOVEMBER 1998
DECLARATION
Student Number: 517-798-7
"I declare that AN EDUCATIONAL PSYCHOLOGICAL PERSPECTIVE ON THE USE OF FILIAL
THERAPY IN MOTHER-cHILD RELATIONSHIPS is my own work and that all sources that I
have used or quoted have been indicated and acknowledged by complete
references.
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.... .......... .
A.M. ARNOTT
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AN EDUCATIONAL PSYCHOLOGICAL PERSPECTIVE
ON THE USE OF FILIAL THERAPY IN MOTHER-CHILD RELATIONSHIPS
By: AMANDA MARGARET ARNOTT
DECREE MASTER OF EDUCATION
WITH SPECIALISATION IN GUIDANCE AND COUNSELLING
SUBJECT EDUCATIONAL PSYCHOLOGY
DEPARTMENT EDUCATIONAL STUDIES
UNIVERSITY UNIVERSITY OF SOUTH AFRICA
SUPERVISOR PROFESSOR H E ROETS
SUMMARY
The different reactions of parents to the discovery that their children had ADD/ADHD has
an effect on the primary relationship established between mother and child. This is
essential in the later involvement, experience and meaning attribution of the child with
respect to all subsequent relationship formation on the child's journey towards his
ultimate target, namely self-actualisation.
It was felt that psychological intervention could help parents to bond, communicate
with and relate to their children without experiencing negative feelings which would
enhance parental acceptance.
In this study, ten mothers were used to participate in an adapted group Filial Therapy
programme. This unique therapy involves parents as the primary agents to resolve
child-related problems and to encourage children's healthy psycho-social development.
Results were positive. The mothers felt that they had formed better relationship with
their children. They were empowered with knowledge and coping mechanisms, such
as reflective listening, setting limits and providing choices. For the first time they were
enjoying their ADD/ADHD children.
Key Terms
Awareness, Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder,
Child-centred Play Therapy, educational climate, experience, Filial Therapy, lifeworld
intrapsychic structure : "1", me, self, self-identity, self concept, self-actualization,
involvement, meaning attribution, mother-child relationship, parental acceptance
personalization, relationship formation, Relations Model, subpersonalities.
ACKNOWLEDGEMENTS
My sincere gratitude goes to all those who gave me assistance during my study:
0 My supervisor, Professor H. E. Roets, for her patience, encouragement, guidance and
prompt and thorough examination of the text. More importantly for her faith in me
which allowed me to grow and self-actualize beyond my wildest dreams. Her belief
in me brought this study to completion.
0 My special friend ·Mavis Clark who started me on this journey of further study and
who during the previous five years has been so generous with her support, love and
encouragement.
0 The headmistress, Lizette Matthews, and staff, all my friends, at the Germiston School
of Achievement who gave their cooperation and advice so willingly.
0 The parents who so enthusiastically participated in the programme.
0 My parents, Reen and Eric T erblanche, my sister Gwyneth and my brother, David, for
their love, pride, encouragement and support.
0 Dassie Smith, for being there, for my family.
0 My friends, Linda, Gayle, Gwynneth, John and John-Paul who were always there
when I needed a shoulder to cry on, or needed to unwind and relax.
0 Lorna Latham for helping me with the typing.
0 Charlene Freedman and Melany Constantinou for their diligent proof-reading oH:he
text.
0 Shireen Nel for the Technical Layout of the study.
0 A special word of thanks goes to my children· Michael and Lee for their love,
encouragement, patience, understanding and acceptance.
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TABLE OF CONTENTS
CHAPTER 1
ORIENTATION TO THE STUDY
1.1 INTRODUCTION 1
1.2 · AWARENESS OF THE PROBLEM 2
1.3 DEFINITION OF FILIAL THERAPY IN TERMS OF
EDUCATIONAL PSYCHOLOGY 4
1.4 LITERATURE REVIEW 6
1.5 DEMARCATION 16
1.6 STATEMENT OF THE PROBLEM 18
1.7 HYPOTHESIS 19
1.8 PURPOSE OF THE STUDY 20
1.8.1 General Aims 20
1.8.2 Specific Aims 20
1.9 DEFINITION OF TERMS 21
Educational Psychology 21
Filial Therapy 22
Mother-child Relationships 22
1.10 LIST OF ABBREVIATIONS ?3
1.11 OVERVIEW OF CHAPTERS 23
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CHAPTER2
LITERATURE STUDY
FILIAL THERAPY : A DEVELOPMENT OF PLAY THERAPY
2 INTRODUCTION 25
2.1 THE MEANING OF PLAY 26
2.1.1 Objectives of Play Therapy 26
2.1.2 Reflective Listening 27
2.1.3 The Setting of Limits 28
2.1.3.1 When Setting The Limits Does Not Work 29
2.1.3.2 Some Thoughts on Aggression 30
2.1.4 Play Media 31
2.1.5 Constructing Therapeutic Responses in Play Therapy 35
2.1.5.1 Early Exploratory Stage 35
2.1.5.2 Later Exploratory Stage 35
2.1.5.3 Limit Setting 36
2.1.5.4 Early Therapeutic Phase 36
2.1.5.5 Later Therapeutic Phase 36
2.1.5.6 Tracking the Impact of Responses to Children 36
2.2 OVERVIEW OF THE DEVELOPMENT OF
PLAY THERAPY 37
2.3 FILIAL THERAPY- DEFINITION AND EXPLANATION 39
2.4 COMPARISON BETWEEN NON-DIRECTIVE
PLAY THERAPY AND RELATIONSHIP THEORY 44
2.4.1 The Presuppositions 45
'
2.4.1.1 Relationship Formation 45
2.4.1.2 Living Sphere Or Lifeworld 49
2.4.1.3 Educational Climate 51
2.4.2 Foundation Or Essentials 54
2.4.2.1 Attribution of Meaning 55
2.4.2.2 Involvement 55
2.4.2.3 Experience 56
2.4.2.4 Self-actualization 57
2.4.3 The Intrapsychic Structure 58
VI
2.4.3.1 The"l" 59
2.4.3.2 The Self 59
2.4.3.3 Self Identity 59
2.4.3.4 The Self-concept 60
2.4.3.5 Child-centred Theory of Personality Structure 61
2.4.3.6 Self-actualization 63
2.5 CONCLUSION 65
CHAPTER3
LITERATURE STUDY
ATTENTION DEFICIT DISORDERS (ADD)
WITH OR WITHOUT HYPERACTIVITY (ADHD)
3. INTRODUCTION ADD I ADHD 67
3.1 EFFECTS OF ON THE FAMILY MEMBERS 67
3.1.1 Case Study 67
3.2 LITERATURE EXPLAINING THE EFFECTS OF ADD
ON THE FAMILY 72
3.2.1. The Phases of Acceptance 74
3.2.1.1 The Primary Phase 74
3.2.1.2 The Secondary Phase 75
3.2.1.3 The Tertiary Phase 76
3.2.2 Other Common Responses 77
3.3 BACKGROUND OF TERMINOLOGY 79
3.4 PRIMARY BEHAVIOUR PROBLEMS 82
3.5 THE EFFECTS OF ADD I ADHD 86
3.5.1 Scholastic Functioning 87
I
3.5.2 Social Functioning 87
3.5.3 Personal Functioning 88
3.6 PREVALENCE 89
3.7 ETIOLOGY 89
3.7.1 Brain Dysfunction 89
3.7.2 Genetics Transmission 90
3.7.3 Pregnancy 91
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3.7.4 Diet 91
3.7.5 Psycho-Genetic I Social Factors 92
3.7.6 Foetal Maldevelopment 92
3.7.7 Interaction of Etiological Factors 93
3.8 DEVELOPMENTAL COURSE 93
3.9 TREATMENT 94
3.9.1 Medication 94
3.9.2_ Therapy 95
3.9.2.1 Behaviour Modification 96
3.9.2.2 Parent Management Skills 96
3.9.2.3 ·Self Regulation by The Child 98
3.9.2.4 Cognitive Behavioural Training 98
3.9.2.5 Play Therapy With ADHD Children 99
3.9.3 The Role And Task of The Teacher 100
3.9.4 Comparing Treatments 102
3.10 CONCLUSION 102
CHAPTER4
RESEARCH DESIGN
4.1 INTRODUCTION 105
4.2 HYPOTHESES 105
4.3 PURPOSE OF THE STUDY 106
4.3.1 General Aims 106
4.3.2 Specific Aims 106
4.4 RESEARCH DESIGN 109
4.4.1 Rationale For Study 109
4.4.2 Professional Studies 111
4.4.3 Therapeutic Point of Departure 113
4.4.3.1 Awareness 113
4.4.3.2 Exploration 113
4.4.3.3 Personalisation 114
4.4.4 Method of Research 114
4.4.4.1 Selection of Group Participants 116
4.4.4.2 Time and Duration 118
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4.4.4.3 The Role of The Facilitator 118
4.4.4.4 Therapeutic Programme 118
4.4.4.5. Procedures 121
4.4.4.6 Venue 123
4.5 CONCLUSION 124
CHAPTERS
THE IDIOGRAPHIC STUDY
5.1 INTRODUCTION 125
5.2 METHOD OF RESEARCH 126
5.2.1 Selection of the Group Participants 126
5.2.2 Time and Duration 132
5.2.3 Time Schedule 132
5.2.4 Venue 133
5.2.5 The Role of the Facilitator 133
5.2.6 The Group Filial Programme 134
5.2.6.1 Session 1 135
5.2.6.2 Session 2 142
5.2.6.3 Session 3 147
5.2.6.4 Session 4 151
5.2.6.5 Session 5 156
5.2.6.6 Session 6 160
5.2.6.7 Session 7 164
5.2.6.8 Session 8 167
5.2.6.9 Session 9 170
5.2.6.10 Session 10 172
5.3 QUALITATIVE ANALYSIS OF QUESTIONNAIRE 1'75
5.3.1 Qualitative Analysis of Initial Questionnaire 175
5.3.2 Qualitative Analysis of Final Questionnaire 186
5.4 QUANTITATIVE ANALYSIS 194
5.4.1 Results of the Parental Acceptance Scale 194
5.4.2 Results of Rating of Self, Family and Child 194
Ten areas of focus 194
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